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These are the instructions for Baylee's Chatbot 

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Baylee's Student Chatbot: Student Instrucitons 

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Baylee's Student Chatbot: Student Instrucitons 

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Make a copy of this document so you can start building the foundations of your chatbots!

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Link your student-facing chatbot below (be sure to change the sharing settings so anyone within your organization can view it). When instructed to, open at least two other people's chatbots that are linked here and then comment on their posts to leave feedback about their chatbots.

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Link your teacher-facing chatbot below (be sure to change the sharing settings so anyone within your organization can view it). When instructed to, open at least two other people's chatbots that are linked here and then comment on their posts to leave feedback about their chatbots.

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How To Create A Teacher-Facing Chatbot With Magic School

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How To Create A Teacher-Facing Chatbot With Magic School

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How to Create a Teacher-Facing Chatbot (MagicSchool)

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How To Create A Student-Facing Chatbot With Magic School

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How To Create A Student-Facing Chatbot With Magic School

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How to Create a Student-Facing Chatbot (MagicSchool)

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Make a copy of this document and add the names of each of your partners!

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Earl's - Kumu ʻAʻoʻaʻo Tier 1 & 2 Supports Kōkua

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Earl's - Kumu ʻAʻoʻaʻo Tier 1 & 2 Supports Kōkua

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Letʻs plan ways to co-teach in the CRBLC!

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Ua mau Ke ea Hawaiian History Lesson Plan with multiple modes of learning aligned with Kumuipo, Ua mau, and portrait of a graduate.

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Conversations about Ceramic Artis David MacDonald

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Playlist Creation Bot:

https://app.magicschool.ai/tools?share=a6e25280-7a1b-42bc-8718-43d674156f00

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Note to self: AI Chabot and AI agent are not the same thing. Magic school is more appropriate for lesson planning. Copilot is more appropriate for email kine tings.

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Helping students understand the political history of the Kingdom of Hawaiʻi and the Hawaiian Kingdom.

Starter questions to ask the bot - 1.

Historical Question: How did Kamehameha actively work to rebuild a unified Hawaiian identity and sense of purpose after a period of fracture and war?

Historical Question: What did Kamehameha do during periods of peace to improve the economic well-being of his people and develop the resources of his territory?

Historical Question: How did Kamehameha integrate valuable external knowledge without sacrificing Hawaiian sovereignty and identity?

Historical Question: How was well-being conceptualized in the traditional Hawaiian system described at the beginning of the chapter?

Historical Question: What strict social structure did Kamehameha enforce to create "a condition of comparative peace and security" after a violent and chaotic period?

Historical Question: How did Kamehameha check the power of those in authority to prevent oppression and ensure a more just system?

Historical Question: What was the fundamental relationship between the chiefs (leadership) and the āina (land) as described in the traditional system?

Historical Question: How did Kamehameha ensure that engagement with foreign interests (trade) benefited the Hawaiian Kingdom and was conducted on its terms?

Historical Question: How did Kamehameha seek to communicate his sovereignty and ensure his vessels were recognized and protected in international trade?

Historical Question: How did Kamehameha break the cycle of civil war and unite a fractured people?

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https://student.magicschool.ai/s/login?joinCode=FZSKAQ

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https://app.magicschool.ai/tools?share=0283a1a4-5fc5-43c7-9c0a-380783826b18

Any feedback is welcome: hopakele@ksbe.edu. Mahalo!

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Thinking Cap